Attitudes toward artificial intelligence and their relationship to academic satisfaction: the mediating role of comfort in the educational use of AI; [Attitudes envers l’intelligence artificielle et leur relation avec la satisfaction scolaire: le rôle médiateur du confort dans son utilisation éducative]

Calla Chumpisuca Y.R.; Nomberto Bazán V.R.; Mendoza Palomino B.; Ortiz Aucapiña R.B.; Rimascca Rodríguez I.K. · Bordon. Revista de Pedagogia (2025) · DOI: 10.13042/bordon.2025.112199

Resumen

INTRODUCTION. The integration of artificial intelligence (AI) into higher education has become a highly relevant topic in recent years. This phenomenon is not only transforming how classes are taught but also redefining students’ academic experiences. This study aims to understand how students’ attitudes toward AI influence their academic satisfaction and comfort in using this technology. METHOD. The study was conducted with a sample of 169 undergraduate students (55.03% women, mean age = 28 years) in Peru. Adapted versions of the General Attitudes Toward Artificial Intelligence Scale, the Academic Satisfaction Scale, and the Comfort in Educational Use of AI Scale were used as instruments. Two mediation models were applied to examine the relationships between attitudes toward AI and the dependent variables. RESULTS. Statistical analyses revealed that both comfort in educational use and academic satisfaction partially mediate the relationships between attitudes toward AI and the dependent variables. This indicates that greater comfort in using AI tools can lead to higher academic satisfaction and vice versa. Additionally, a bidirectional relationship was observed between academic satisfaction and comfort in using AI. DISCUSSION. These findings suggest that to effectively implement AI in higher education, it is essential to consider how students’ attitudes affect their academic experience. This has significant implications for future educational strategies including continuing education, inclusive policies, and future research. © Sociedad Española de Pedagogía.

Instituciones: Pontificia Universidad Católica del Perú; Universidad Nacional Micaela Bastidas de Apurímac; Universidad Nacional José María Arguedas